Nursery Reception Year 1 Year 2 Year 3 Year 4 Autumn Term Spring Term Summer Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Interest in lives of people of interest to them Joining in with customs and routines Thanking God for nature - Nature - Creation story - Thankful - Harvest Signs and symbols of the Christian faith. Life of Muhammad How can God be described? Hinduism Light - Diwali - Advent - Christmas story Signs and symbols that Muslims use. Christmas story. Muhammad and the lives of Muslims Christmas and angels Christmas Journeys Year 5 Rules for living Light as a symbol Year 6 in religious festivals Beliefs and practices; Symbols and actions (Identity and belonging) Celebrations and key events in life What it means to live as a Christian or Buddhist in Britain today. An understanding of key Christian Belonging what it means to belong Special places. Why do Christians go to church? Events in the life of Jesus Easter -Easter Story What is church like? The Easter story. Events in the life of Jesus Why is Easter Sikhism Important? Key figures in Jesus and Holy Judaism Week Identity and belonging; Prayer Belonging to a community, individual commitment and religious leadership Expressing what belonging and faith means in two different traditions Important people in the lives of religious people. Five pillars of Islam What rules do Christians follow? Sikhism Creation stories Books and Stories What are easy questions? Who is God? Why am I here? What is good/evil? Sacred places Church and Mosque Why is the bible special? Religious leaders Sources of wisdom; Human Sacred texts and stories, their guidance and impact They develop their understanding of key inspirational figures (e.g.dalai Lama) as sources of wisdom and their
concepts (annunciation, incarnation, pupils explore and compare the life temptation, resurrection, salvation and of contemporary key leaders and ascension) enquiring into how God the qualities of leadership. How can be different things to different followers live (e.g. considering the people. Eightfold Path, how do Buddhists try Symbolic ways of expressing meaning to follow the Buddha s example?). How different religions and worldviews They express insights into modern express their beliefs through the arts day challenges of faith (e.g. Can (e.g. poetry, song, film, stained glass someone be a practising Buddhism and drama). They investigate the and still lead a privileged life?) mudras (gestures) of the Buddha, the Focusing on the Easter story and Three Jewels (Buddha, the Dharma personal heroes, they examine the and the Sangha) and the wheel and significance for Christians of Jesus as lotus flower in the light of Buddhist the Messiah. teachings and actions. Communicating beyond prayer and Exploring the annunciation in a sacred sacred spaces and secular Christmas Consider what a multi-faith prayer Incarnation space might look like and they will 2b.4 Digging Deeper Was Jesus the learn why meditation and the Messiah? teaching of compassion and mindfulness are central to Buddhism and how the Buddhist community use nature to transmit their prayers (e.g. prayer wheels). They ask how does Buddhist mantra enhance worship and is meditation the same as praying. They experience meditation/stilling/silence and mindfulness as a form of worship sharing their thoughts and reflections by writing prayers, responses or meditations suited to a particular occasion and tradition. The significance of Salvation Salvation contemporary relevance. Taking responsibility for living together, values and respect They consider what Jews, Humanists, Christians and Buddhists teach about how people can live together respectfully to create a perfect world. Consider if following God can bring freedom and justice. (UC 2b.6 What did Jesus do to save human beings?) Different ideas about God and gods, creation and ultimate questions Developing challenging and deeper questions about meaning purpose and truth, pupils consider different perspectives on the questions of creation and the beginnings of life on Earth, debating the relationship/conflict between creation and science. Reflecting on ethics, what is right and wrong, just and fair Why isn t the world just and fair? Beyond religious guidance, pupils explore how people decide what is right and what is wrong and how they may choose to live. They ask how the Buddhist concepts of desire, suffering and compassion affect the choices of followers.
2b.6 What did Jesus do to save human beings? Every state-funded school must offer a curriculum which is balanced and broadly based, and which: promotes the spiritual, moral, cultural, mental and physical development of pupils, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life The New Curriculum 2013 Religious Education - EYFS In line with the DfE s 2013 EYFS Profile RE should, through planned, purposeful play and through a mix of adult-led and childinitiated activity, provide these opportunities for pupils. Communication and language: children listen with enjoyment to stories, songs and poems from different sources and traditions and respond with relevant comments, questions or actions; use talk to organise, sequence and clarify thinking, ideas, feelings and events; answer who, how and why questions about their experiences in response to stories, experiences or events from different sources; talk about how they and others show feelings; develop their own narratives in relation to stories they hear from different traditions. Personal, social and emotional development: children understand that they can expect others to treat their needs, views, cultures and beliefs with respect; work as part of a group, taking turns and sharing fairly, understanding that groups of people, including adults and children, need agreed values and codes of behaviour to work together harmoniously; talk about their own and others behaviour and its consequences, and know that some behaviour is unacceptable; think and talk about issues of right and wrong and why these questions matter; respond to significant experiences showing a range of feelings when appropriate; have a developing awareness of their own needs, views and feelings and are sensitive to those of others; have a developing respect for their own cultures and beliefs, and those of other people; show sensitivity to others needs and feelings, and form positive relationships. Understanding the world children talk about similarities and differences between themselves and others, among families, communities and traditions; begin to know about their own cultures and beliefs and those of other people; explore, observe and find out about places and objects that matter in different cultures and beliefs.
Expressive arts and design children use their imagination in art, music, dance, imaginative play, and role-play and stories to represent their own ideas, thoughts and feelings; respond in a variety of ways to what they see, hear, smell, touch and taste. Literacy children are given access to a wide range of books, poems and other written materials to ignite their interest. Mathematics children recognise, create and describe some patterns, sorting and ordering objects simply. The New Curriculum 2013 Religious Education: Key stage 1 Pupils should develop their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should use basic subject specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas. More specifically pupils should be taught to: A1. Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them A2. Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the traditions from which they come. A3. Recognise some different symbols and actions which express a community s way of life, appreciating some similarities between communities. B1. Ask and respond to questions about what individuals and communities do, and why, so that pupils can identify what difference belonging to a community might make. B2. Observe and recount different ways of expressing identity and belonging, responding sensitively for themselves. B3. Notice and respond sensitively to some similarities between different religions and worldviews. C1. Explore questions about belonging, meaning and truth so that they can express their own ideas and opinions in response using words, music, art or poetry. C2. Find out about and respond with ideas to examples of co-operation between people who are different C3. Find out about questions of right and wrong and begin to express their ideas and opinions in response. The New Curriculum 2013
Religious Education: Key stage 2 Pupils should extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils should learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views. A1. Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance. A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities. A3. Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning. B1. Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities. B2. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives. B3. Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religions and worldviews. C1. Discuss and present thoughtfully their own and others views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own in different forms including (e.g.) reasoning, music, art and poetry. C2. Consider and apply ideas about ways in which diverse communities can live together for the well-being of all, responding thoughtfully to ideas about community, values and respect.
C3. Discuss and apply their own and others ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response.